Evaluating the Enactment of Teacher Digital Competence: A Convergent Mixed-Methods Approach
This study examines the relationship between teachers’ self-reported digital competence and its enactment in classroom practice, addressing limitations in how education systems evaluate the patterns of ICT integration.
While frameworks such as Technological Pedagogical Content Knowledge (TPACK) and DigCompEdu have conceptualized teacher digital competence, less is known about how self-reported competence aligns with observable classroom enactment.
A convergent mixed-methods design was employed, combining pre–post self-reported competence surveys with structured classroom observations. The sample comprised 150 teachers across nine private schools in the United Arab Emirates (three schools per emirate: Abu Dhabi, Dubai, and Sharjah), selected using a purposive, multi-stage sampling strategy. Classroom observations were conducted with a randomly selected subsample of 55 teachers drawn from the participating cohort.
This study contributes to the literature by (1) reframing digital competence as an enacted pedagogical construct, (2) providing empirical validation of the degree of alignment between self-reported and enacted competence, and (3) advancing a methodological approach that integrates perception-based and observational data to provide a more comprehensive evaluation of enacted digital competence.
Results indicated a statistically significant increase in self-reported digital competence from pre-intervention (M = 1.85, SD = 0.83) to post-intervention (M = 3.19, SD = 0.93), t(149) = 18.62, p < .001, Cohen’s d = 1.52. The proportion of teachers at the Intermediate stage or above increased from 20.0% (n = 30) to 78.7% (n = 118). Classroom observations documented instructional ICT practices that were broadly consistent with teachers’ reported post-intervention competence levels, with 65.5% alignment between perceived competence and documented classroom practice.
The findings suggest that school leaders should adopt structured frameworks that align digital competence with classroom practice to guide professional learning, instructional coaching, and monitoring of ICT integration.
Future research should incorporate longitudinal designs, multiple observers to enhance reliability, and cross-context comparisons to examine further the relationship between perceived and enacted digital competence.
By strengthening the alignment between digital competence frameworks and classroom practice, this study supports more effective implementation of technology in education systems that may be associated with improved teaching quality and student learning outcomes.
Further research should explore scalability across different education systems, investigate subject-specific applications of digital competence, and examine the long-term sustainability of competence enactment following professional development interventions.
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